The paper demonstrates the results of the experimental research conducted during the first semester of the academic year 2020/21, including the remote learning period due to the Covid19 pandemic situation, at the lessons of English for Specific Purposes (ESP) (with students of Specialties 208 “Agrarian Engineering” and 141 “Electrical Engineering and Energy”) at the State Agrarian and Engineering University in Podilia, Kamianets-Podilskyi, Ukraine. The research basically analyses how TED (Technology, Entertainment, and Design) Talks impact university students’ listening comprehension and speaking skills. Online study support for ESP was personally created by the educators as a four-credit course due to ECTS in the Moodle Learning Management System (LMS) with the application of TED Talks, which was used for study purposes on the B1 level. The research sample is represented by 50 students majoring in Agrarian Engineering and 50 students majoring in Electrical Engineering and Energy, all of them enrolled in the mandatory subject of ESP. The subjects (students) were divided into the experimental and control groups. At the beginning of the course, the students wrote the pre-test, for their start level to be evaluated, and at the end of the semester - the post-test was done to check the achievements and probable benefits of TED Talks. The experiment results demonstrated the improvement of both groups while it was proved statistically that the experimental group showed better outcomes both in listening comprehension and speaking skills respectively. The questionnaires, distributed among the students, consisted of 5 questions, where they expressed their personal opinions about the e-learning process, and according to which the TED Talks influence on their listening and speaking skills was evaluated. The feedback of the questionnaires proved that the students mostly had a positive attitude concerning engaging TED Talks into the learning process, especially those who were involved in the experiment.
Gender is determined as an ideological frame that assembles the idea of what it means to be a man or a woman in a certain culture, a non-linguistic category with linguistic ways of actualization. The article substantiates the key theoretical problems concerning gender-marking based on English phraseology and their influence on the formation of the gender picture of the world. The objective of the current paper is to analyze gender-marked phraseological units of the English language, which are the basic matrices of the phraseological picture of the world of a given cultural community, and to identify the frequency and impact of gender stereotypes on the development of the national picture of the English-speaking community, such as word, phraseology, paremia, text, which contain background knowledge and ways to reflect these meanings in the national picture of the world. The paper’s main conclusion is that the semantic basis of gender markers on the material of English phraseological units predominantly consists of stereotypical-associative units, which are perceived as social activity and characteristics of the images of both sexes with certain asymmetry for male denotata. The connotations of words can illustrate this inequality and the double standards between men and women.
The aim of the paper is to examine the correlation of the knowledge gained by students in online and offline classes, consequently, the overall performance of e-learning, as well as the effectiveness of the certain language skills among the main four (listening, speaking, reading, writing) by virtue of students’ feedback and objective experimental results using statistical methods data processing. The paper demonstrates the results of the e-learning experimental research conducted during the academic year 2020/21, including the remote learning period due to the Covid19 pandemic situation in the spring semester, at the State Agrarian and Engineering University in Podilya, Kamianets-Podilskyi, Ukraine. Online study support for ESP was personally created as a four-credit course due to ECTS in the Moodle Learning Management System (LMS) with the application of Big Blue Button. The research sample is represented by 100 students majoring in veterinary medicine and enrolled in the mandatory subject of English for Specific Purposes. The group of students was enrolled in the lessons based on their bachelor curriculum. The subjects, referred to as experimental and control groups, accordingly, both wrote the primary test, at the beginning of the course, and the final one at the end. For pre-test content, the online standard test for B1 level was applied. The post-test was created by the educators, who were involved in the experiment. Due to the results procession and test analysis, it is admitted that the students of the experimental group showed slightly worse results in listening comprehension section, while having the same indicators concerning writing skills, and they had essentially worse outcomes in speaking and reading comprehension if compared to their peers from the control group. Mann-Whitney and Wilcoxon non-parametrical pair tests were selected to check the statistical hypotheses, due to the character of input data.
This article analyses various lingual and extra lingual researches on a red color, comparing the symbolic meanings of color, which used to be and still are specific for different cultural communities. The objective of the article is to identify peculiarities in the interpretation of red color in the subjective world of sensation and the objective world of fact and to provide the full study of this color perception and categorization based on phraseology. Color lexis (including English phraseology) is a multidimensional phenomenon. It accumulates in itself the significant experience of society and the numerous stages of world knowledge by man. Having arisen at a certain stage of the development of the language system, color names at a conceptual level demonstrate a vivid example of a change in the process of cognition of the world by a person, confirms the thesis about the need for multi interval thinking, which allows one to observe any object from different cognitive positions. The main conclusion of the article is that the study of the relations between lingual and extra lingual meanings of color in the semantics of idioms is the most important task of anthropocentric phraseology because in language are fixed and phraseologized precisely those figurative expressions that are associated with cultural and national standards, stereotypes, mythologisms for a certain community mentality, which serves as its spiritual equipment, psychological tool.
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